This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.
Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field.
Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Academic and Postgraduate
Illustrationen
11 s/w Photographien bzw. Rasterbilder, 2 s/w Zeichnungen, 3 s/w Tabellen, 13 s/w Abbildungen
3 Tables, black and white; 2 Line drawings, black and white; 11 Halftones, black and white; 13 Illustrations, black and white
Maße
Höhe: 234 mm
Breite: 156 mm
Dicke: 13 mm
Gewicht
ISBN-13
978-1-032-44001-9 (9781032440019)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.
Herausgeber*in
University of Girona, Spain
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with Maori learners' and families' funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism Part 3: Some empirical and case related evidences from an international lens 10. Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary
